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Running head: MASTERMINDZ GROUP PROJECT

Group Project
A Paper Presented in Partial Fulfillment
Of the Requirements of
EDID6506 Issues, Trends, Innovations and Research in ID, IT & DE

Group Members:
Nickesha Senior
Shantel Victor-Cole
Brehaniea Wight
Donnette Ferdinand

University:

University of the West Indies Open Campus

Group Facilitator:

Dr. Camille Dickson-Deane

Course Coordinator:Dr. Camille Dickson-Deane

MASTERMINDZ GROUP PROJECT

Project Outline
The project Up-scaling Creative Classrooms in Europe (SCALE CCR) was conducted
by the Joint Research Centre, Institute for Prospective Technological Studies. This project was
done on behalf of the Directorate General (DG) Education and culture between December, 2011
and June, 2013. It seeks to develop a systematic approach and changes at the organizational,
technological and pedagogical level for the sustainable implementation and progressive scaling
up of creative classrooms (European Commission, n.d.). It engages over three hundred (300)
educational stakeholders in different parts of the world. The main outcomes of the project were:
1. A mapping framework of ICT-enabled innovation for learning
2. The Creative Classrooms concepts and reference parameters and;
3. A set of policy recommendations for mainstreaming of systematic, ICT enabled
innovations in Education and Training (E&T).
The Problem
Throughout the European continent, there are diverse national policies for the infusion of
ICT in education, and many activities are implemented with the overall aim of promoting the use
of ICT in education and training (Eurydice, 2011 in Bocconi, Kampylis & Punie, 2012). Despite
this, however, problems still exists within the formal educational context. According to Bocconi,
Kampylis and Punie (2012), international surveys, namely, PISA, EURYDICE and STEPS
Project outline the gravity of the prevailing implementation gap, its negative implication on
learning, and the need to immediately address the problem. One of the key issues, as identified in
the Digital Agenda Assembly, is that very few innovative projects are capable of making it

MASTERMINDZ GROUP PROJECT

beyond the adopters stage (Bocconi, Kampylis & Punie, 2012). The European Commission
(2011, cited in Bocconi et al, 2012), indicates that an approach which tackles the large-scale
implementation of ICT-enabled innovation for learning is lacking.
Research conducted by the Institute for Prospective Technological Studies and delineated
in Punie, Bocconi, Kampylis, Ferrari and Redecker (2012), unearthed the following problems:
1. Although ICT is available, it is embedded in a traditional learning paradigm.
2. The real potential of ICT to contribute towards an innovative, creative, relevant and
motivating experience is neither realized nor is it emerging.
3. The small-scale implementation of innovative and creative practices results in a struggle
to remain sustainable and/or fail to demonstrate significant impact at a systemic level.
Description of Audience
This project seeks to improve formal as well as informal learning within the school
setting and adult education. It is expected to include groups of learners and teachers or
instructors at the system level (Is.jrc.ec.europa.eu, 2015). Considering that two of the
educational targets of this project are to reduce early school leaving and increase higher
education attainment, the public high school to university levels are the most likely targets. They
are however not limited to those. The schools selected will be from various countries in the
European Union as well as other territories such as Asia. Currently, learning initiatives have been
set up in nineteen European countries. There are initiatives in Singapore which are system-wide,
along with a teacher network in Europe, as well as the reformation of public schools in Japan.
Solutions
We are going with modernizing assessment to support learning in an ICT-ELI environment.
1. Ensure that all learners have equal and ubiquitous ICT access, in and out of school.

MASTERMINDZ GROUP PROJECT

2. Recognize the role of teachers as agents of change (rather than objects of change) and
encourage them to take ownership of innovation (teacher-led innovation).
3. Support and motivate teachers to develop and update their digital competence and ICT
skills (e.g. through in-service training, peer-learning and informal and non-formal
learning), as lifelong learners themselves.
4. Support knowledge exchange (e.g. through participation in national/international
conferences and workshops) to gain a further understanding of how innovative practices
are made possible by the use of ICT.
5. Encourage research on the implementation process of ICT-ELI, focusing on the possible
learning gains

MASTERMINDZ GROUP PROJECT

5
References

Bocconi, S., Kambylis, P.G., & Punie, Y. (2012). Innovative learning: Key elements for
developing creative classrooms in Europe. Retrieved from
http://ftp.jrc.es/EURdoc/JRC72278.pdf
Breko, B., Kampylis, P., & Punie, Y. (2014). Mainstreaming ICT-enabled Innovation in
Education and Training in Europe (1st ed.). Retrieved from
http://ftp.jrc.es/EURdoc/JRC83502.pdf
European Commission,. Mainstreaming ICT-enabled innovation for learning in Europe.
Retrieved from
http://is.jrc.ec.europa.eu/pages/EAP/documents/SCALECCROverview_Infgrphc_A1Size
_LowRes.pdf
Is.jrc.ec.europa.eu,. (2015). IS UNIT WEB SITE - IPTS - JRC - EC. Retrieved 23 November
2015, from http://is.jrc.ec.europa.eu/pages/EAP/SCALECCR.html
Punie, Y., Bocconi, S., Kambylis, P.G., Ferrari, A. & Redecker, C. (2012). Up-scaling Creative
Classrooms in Europe: The SCALE CCR study. Retrieved from
http://is.jrc.ec.europa.eu/pages/EAP/documents/_2_CCRprojectOutline_IPTS_TWG_Jan
2012.pdf

MASTERMINDZ GROUP PROJECT

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